This document discusses instructional supervision, its goals, and how it is linked to professional development and teacher evaluation. It defines instructional supervision as a dynamic process focused on improving teaching and learning conditions. The goals of supervision include formulating educational objectives and methods, evaluating student and teacher growth, and providing leadership to teachers. Supervision is characterized as a collaborative process to help teachers improve learning. It is interconnected with professional development, which can include action research and mentoring, and teacher evaluation through observations and conferences. The overall aim is continuous, cooperative improvement of instruction.

1. Definitions
and Goals
LinkageOf Instructional Supervision
Professional
Development
Teacherevaluation

2. Definitions and Goals

3. Instructional Supervision is a
dynamic growing process that is
occupying an increasingly important
role in the school.
“An expert technical service primarily
concerned with and improving
conditions that surrounds learning and
pupils growth”.
- Barr, Burton, and Brueckner 1947

4. Is a specialized function which
Involves leadership in studying
,improving , and evaluating
teaching-learning situations and the
conditions that affect both teaching
and learning.
A process of bringing about the
improvement of instruction by working
with pupils. It is a process of stimulating
growth as a means of helping teachers to
help themselves.
Crow and Crow 1947, to supervise is to:
• To criticize
• To evaluate
• To appraise or to praise
• the stimulation of professional
growth and development of
teachers,
• the selection and revision of
educational objectives, material of
instructions and methods of
teaching;
• and the evaluation of instruction.”
(Dictionary of Education) (3:176).
”All efforts of designated school officials
towards providing leadership to teachers
and other educational workers in the
improvement of instruction; involves

5. “Supervision is the glue that holds a successful school together… a process by
which some persons or group of people is responsible for providing link
between individual teacher needs and organizational goals that individuals
within the school can work in harmony toward their vision of what the school
should be.” - Glickman, 1990
Instructional supervision is a professional, continuous and
cooperative process for the improvement of instruction. It is
characterized by guidance, assistance, sharing of ideas, facilitation,
or creation to help teachers improve learning situation and quality
of learning in the schools.
It is hand holding for a professional colleague by a supervisor or
instructional leader who possesses superior knowledge and skills
and who work collaboratively I a school environment that nurtures
the development of professional learning community.

6. Goals
Formulation of the aims,
objectives, and purposes
to be achieved
Selection and organization
of subject matter to be
taught.
The selection of
methods and
techniques by
which the
subject matter
is taught.
Evaluation of
growth of the
child and the
improvement of
the teacher.

7. Interconnectivity of Instructional supervision,
Professional Development Teacher Evaluation

8. Professional Development
• Teacher Action Research
• Self-directed learning
• Problem-based learning
• Job Embedded learning
Cycles of Supervision
Pre-observation Conference
Teaching observation
Post Conference
Mentoring ,
Induction, study
groups, Learning
clusters
Teacher Evaluation
• NCBTS – TSNA
• CB - PAST
Individual Goal
Setting
(IPPD)
Cycles of peer directed / initiated
supports and Differentiated forms
of supervision
(collaborative , self-directed)
Coupled
with
Linked
to
and auxiliary process for
extended growth

9. “the improvement of teachers is
not much a supervisory function
in which teachers participate as it
is a teacher’s function in which
supervisors cooperate.”
- Wiles (1950)
Thank You!!